839
Views
25
CrossRef citations to date
0
Altmetric
Original Articles

Optimising retention through multiple study opportunities over days: The benefit of an expanding schedule of repetitions

, &
Pages 943-954 | Received 07 Feb 2014, Accepted 09 Jul 2014, Published online: 12 Aug 2014

REFERENCES

  • Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61, 228–247. doi:10.1016/j.cogpsych.2010.05.004
  • Bonin, P., Méot, A., Aubert, L., Malardier, N., Niedenthal, P., & Capelle-Toczek, M.-C. (2003). Normes de concrétude, de valeur d'imagerie, de fréquence subjective et de valence émotionnelle pour 866 mots [Concreteness, imageability, subjective frequency and emotionality ratings for 866 words]. L'année Psychologique, 103, 655–694. doi:10.3406/psy.2003.29658
  • Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380. doi:10.1037/0033-2909.132.3.354
  • Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning a temporal ridgeline of optimal retention. Psychological Science, 19, 1095–1102. doi:10.1111/j.1467-9280.2008.02209.x
  • Clark, B. E. (1928). The effect upon retention of varying lengths of study periods and rest intervals in distributed learning time. Journal of Educational Psychology, 19, 552–559. doi:10.1037/h0070774
  • Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215–235. doi:10.1002/(SICI)1099-0720(200005/06)14:3<215::AID-ACP640>3.0.CO;2-1
  • Cull, W. L., Shaughnessy, J. J., & Zechmeister, E. B. (1996). Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability. Journal of Experimental Psychology: Applied, 2, 365–378. doi:10.1037/1076-898X.2.4.365
  • Delaney, P. F., Verkoeijen, P. P. J. L., & Spirgel, A. (2010). Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature. In Brian H. Ross (Ed.), Psychology of learning and motivation (Vol. 53, pp. 63–147). San Diego, CA: Academic Press. doi:10.1016/S0079-7421(10)53003-2
  • Gerbier, E., & Koenig, O. (2012). Influence of multiple-day temporal distribution of repetitions on memory: A comparison of uniform, expanding, and contracting schedules. The Quarterly Journal of Experimental Psychology, 65, 514–525. doi:10.1080/17470218.2011.600806
  • Glenberg, A. M. (1976). Monotonic and nonmonotonic lag effects in paired-associate and recognition memory paradigms. Journal of Verbal Learning and Verbal Behavior, 15(1), 1–16. doi:10.1016/S0022-5371(76)90002-5
  • Glenberg, A. M. (1979). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory & Cognition, 7(2), 95–112. doi:10.3758/BF03197590
  • Kang, S. H. K., Lindsey, R. V., Mozer, M. C., & Pashler, H. (2014). Retrieval practice over the long term: Should spacing be expanding or equal-interval? Psychonomic Bulletin & Review. Advance online publication. doi:10.3758/s13423-014-0636-z
  • Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 704–719. doi:10.1037/0278-7393.33.4.704
  • Küpper-Tetzel, C. E., Kapler, I. V., & Wiseheart, M. (2014). Contracting, equal, and expanding learning schedules: The optimal distribution of learning sessions depends on retention interval. Memory & Cognition, 42, 729–741. doi:10.3758/s13421-014-0394-1
  • Landauer, T. K., & Bjork, R. A. (1978). Optimum rehearsal patterns and name learning. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory (pp. 625–632). London: Academic Press.
  • Loftus, G. R. (1985). Evaluating forgetting curves. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 397–406. doi:10.1037/0278-7393.11.2.397
  • Logan, J. M., & Balota, D. A. (2008). Expanded vs. equal interval spaced retrieval practice: exploring different schedules of spacing and retention interval in younger and older adults. Aging, Neuropsychology, and Cognition, 15, 257–280. doi:10.1080/13825580701322171
  • Maddox, G. B., Balota, D. A., Coane, J. H., & Duchek, J. M. (2011). The role of forgetting rate in producing a benefit of expanded over equal spaced retrieval in young and older adults. Psychology and Aging, 26, 661–670. doi:10.1037/a0022942
  • Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. doi:10.1111/j.1745-6916.2006.00012.x
  • Slamecka, N. J., & McElree, B. (1983). Normal forgetting of verbal lists as a function of their degree of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 384–397. doi:10.1037/0278-7393.9.3.384
  • Storm, B. C., Bjork, R. A., & Storm, J. C. (2010). Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention. Memory & Cognition, 38, 244–253. doi:10.3758/MC.38.2.244
  • Thios, S. J., & D'Agostino, P. R. (1976). Effects of repetition as a function of study-phase retrieval. Journal of Verbal Learning and Verbal Behavior, 15, 529–536. doi:10.1016/0022-5371(76)90047-5
  • Toppino, T. C., & Cohen, M. S. (2009). The testing effect and the retention interval: Questions and answers. Experimental Psychology, 56(4), 252–257. doi:10.1027/1618-3169.56.4.252
  • Toppino, T. C., & Gerbier, E. (2014). About practice: Repetition, spacing, and abstraction. In Brian H. Ross (Ed.), Psychology of learning and motivation (Vol. 60, pp. 113–189). Burlington: Academic Press. doi:10.1016/B978-0-12-800090-8.00004-4
  • Tsai, L. S. (1927). The relation of retention to the distribution of relearning. Journal of Experimental Psychology, 10(1), 30–39. doi:10.1037/h0071614
  • Wixted, J. T. (1990). Analyzing the empirical course of forgetting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 927–935. doi:10.1037/0278-7393.16.5.927

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.